Pre-service teacher identity construction through visual narratives. Studying the emotional dimension

Anniina Kettunen’s doctoral dissertation demonstrates that emotions are a central element in the construction of a teacher’s identity. The study sheds light on how pre-service teachers’ emotional struggles – particularly vulnerability, work-related pressures, and disappointment– can even lead to considering a career change. Visual narratives – telling stories through and with visuals – proved to be a promising tool for supporting pre-service teachers as they navigate the emotions and expectations associated with the profession.

In this research, emotions are seen as being constructed in relation to others, the surrounding culture, and norms. Emotions act as messages, revealing what is meaningful to pre-service teachers and what is culturally and socially valued, such as the definition of a "good teacher" in Finland.

Although those who apply for teacher education are often highly motivated, the norms and expectations encountered during their studies can trigger feelings of inadequacy. One pre-service teacher may feel they are too introverted, while another might feel they lack a sufficiently strong calling for the profession. Without dedicated space in teacher education, pre-service teachers may feel they are left alone with these struggles.

Many pre-service teachers carry an ideal image of themselves as a safe adult for their future pupils, centered on supporting children’s growth. However, this aspiration is often shaken by pressures emerging from the work environment, the expectation to be "everything to everyone," and public criticism directed at teachers. When idealistic visions collide with the demands of the work, deep disappointment can result, which may partly explain intentions to leave the profession.

The doctoral dissertation utilized arts-based narrative methods, i.e., interviews based on self-portraits, autobiographical writings including photographs, and art workshops. Visuals enable embodied and non-verbal storytelling for experiences that may be difficult to put into words. Visual narratives help pre-service teachers navigate their emotions, gain new insights into themselves as teachers, and create stories that resist hurtful expectations.

The study indicates that it is essential to create safe spaces within teacher education for navigating emotions and expectations. Visual narratives offer a promising pedagogical tool for this, helping future teachers build a more sustainable teacher identity amidst the changing landscape of teaching.